HERDSA Notices 26 August 2020

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* Researching with Indigenous Peoples
* Virtual symposium: Missing Conferences? Academic gatherings in a time of limited mobility
* ACEN WIL Virtual Summit : Registrations Open
* Higher Education in Sub-Saharan Africa in the 21st Century - Pedagogy, Research and Community-Engagement: Call for Book Chapters
* Special Issue on Non-placement WIL now published
* Making News in Australia
* New online first articles in Higher Education Research and Development

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Researching with Indigenous Peoples
26 August 2020, 4-5 pm Australian Central Standard Time

This webinar will be presented by Mr. Michael Colbung, a Wongatha (Wongi)/Nyoongah man with strong cultural links to the Wirangu and Kookatha nations after living in Ceduna for 30 years. He is a lecturer and Interdisciplinary Researcher with the School of Education, in the Faculty of Arts, University of Adelaide.
In this webinar, Michael will provide you with ways to understand the fundamentals of researching with Indigenous peoples. There is a non-negotiable need to connect to a community of first nations people and build mutual respect before research questions and design should be entertained. Based on connection and respect, reciprocal benefits can flow from a consultative approach to researching with Indigenous peoples on local and broad issues of concern to us. Questions that must be considered by researchers will be addressed, including:
What does Indigenous-led research look like?
Will there be capacity building of Indigenous researchers?
Further information: https://adelaide.zoom.us/meeting/register/tJIlf--qqDguE9ckzZwmTZf7fLy_6N...
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Virtual symposium: Missing Conferences? Academic gatherings in a time of limited mobility
15 September 2020 3:30 PM – 5:30 PM AEST

Registrations are now open for a free virtual symposium titled "Missing Conferences?" on September 15, from 3.30-5.30 pm Australian Eastern Standard Time.

This 2 hour symposium is being convened by the AARE Professional and Higher Education SIG and brings the words ‘conferences’ and ‘missing’ together with an invitation to think about what is happening when conferences as we know them are missing from the higher education scene.

The first question that we consider is whether conferences have gone missing at all? Is it possible that the routine work of face-to-face conferences has been distributed across new platforms for gathering academics and disseminating knowledge? What affordances do these new forms of gathering promise? What are their limits? The second question we consider is this: conferences may be missing, but are we missing conferences? How do we feel as we erase plans from the calendar, cancel tickets and ask for refunds? When conferences go missing do we miss our geographically distant friends and colleagues? And when face-to-face conferences are missing what else are scholars missing out on? Are some colleagues always already 'missing' from conferences?

The absence of conferences is an important opportunity to ask what they do for advancing ideas, fields of knowledge and scholars.

Our speakers include:

Judith Mair - Conferences: you don’t know what you’ve got till it’s gone
Agnes Bosanquet and Catherine Manathunga – Missing Conference Embodiment
Tai Peseta and Catherine Manathunga – Missing Conference Keynotes
Omolabake Fakunle – The Impacts of Doctoral Students Missing Conferences
Emily Henderson – Always already missing conferences

Please register at https://www.eventbrite.com.au/e/116679994003

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ACEN WIL Virtual Summit : Registrations Open
October 27 & 28

RMIT and Deakin Universities are co-hosting this virtual summit on October 27 & 28 with key note ,Dr Norah McRae Associate Provost, Co-operative and Experiential Education at the University of Waterloo, Canada. Program includes 40 Refereed paper presentations, showcases and roundtables on a wide range of themes around work integrated learning. Registrations are now open and are free for all staff of ACEN member institutions http://acen.edu.au/summit-about/

Further information: http://acen.edu.au/summit-about/

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Higher Education in Sub-Saharan Africa in the 21st Century - Pedagogy, Research and Community-Engagement: Call for Book Chapters

Overview
The higher education sector in Sub-Saharan Africa has been undergoing massive disruption, marked with a far-reaching drastic transformation of teaching, learning and research since its establishment in the post-colonial era to the 21st century. These disruptions are brought about by a widespread global demand for neoliberal educational policy reforms, particularly on the issues of global quality standards in pedagogy, research, compliance and accountability, student mobility and massification of educational offerings. Further, the permeation of distributed, mobile, ubiquitous and enterprise digital learning technologies into the learning and teaching spaces have challenged the traditional functions of the sector and its core identity. The rapid transformation and expectations put on the higher education sector by various stakeholders have continued to put immense pressure on the sector, in addition to shrinking budgets in a globally competitive marketplace.

The current book contributes to the growing importance of understanding the regional and global perspectives on the development and the challenges the higher education sector is facing in the era of globalisation, pandemic and digitisation. The volume focuses on the critical aspects of the higher education sector in the global south, with a particular emphasis on Sub-Saharan Africa. It brings together empirical, theoretical and philosophical perspectives from researchers in some of the highly ranked universities in Sub-Saharan Africa and around the world. Also, the book highlights the sector’s historical essential stages of growth and development, and the contemporary challenges it faces in aligning its goals and capacity globally, during many problems, and maintaining its role in regional and international development.

The Call for chapters is below: https://blogs.otago.ac.nz/hedc-telt/2020/08/11/book-highered-in-sub-saha...

Further information: ben.daniel@otago.ac.nz

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Special Issue on Non-placement WIL now published
Now available - Published 26th August 2020

The 'open access' Journal of University Teaching and Learning Practice (JUTLP) has released a Special Issue on emerging forms and research into non-placement work-integrated learning.

While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue presents 13 papers of empirical research, practice and position papers from WIL programs around the globe.

Explore more: https://ro.uow.edu.au/jutlp/

Further information: https://ro.uow.edu.au/jutlp/

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Making News in Australia

When students fail, many do nothing about it. Here’s how unis can help them get back on track, Nadine Zacharias & Rola Ajjawi, https://theconversation.com/when-students-fail-many-do-nothing-about-it-...
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New online first articles in Higher Education Research and Development

‘I feel lost and somehow messy’: a narrative inquiry into the identity struggle of a first-year university student, Feng Ding & Fiona Curtis, https://doi.org/10.1080/07294360.2020.1804333

Effects of pathways into university on the academic success of international undergraduate students, Rachael Ruegg, Natalia Petersen, Ha Hoang & Marianne Marianne, https://doi.org/10.1080/07294360.2020.1804336

Challenges of being a graduate teaching assistant, Fadia Nasser-Abu Alhija & Barbara Fresko, https://doi.org/10.1080/07294360.2020.1806790

UK academics ‘ill-prepared to support student mental health’: Vast majority of scholars say their university has not adequately prepared them for supporting students with mental health issues [Times Higher Education report on a recent HERD article], https://www.timeshighereducation.com/news/uk-academics-ill-prepared-supp...

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